Hierarchical Network Models for Memory and Learning
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Habit Learning ▶ Procedural Learning
learning brain systems for encoding facts and episodes. These definitions are based on findings suggesting that memory is not a unitary faculty of the brain but is composed of multiple systems that have distinct neuroanatomy and operating principles (Squire 2009). The major difference is between a declarative memory, which affords the capacity for conscious recollection of facts and events, and a non-declarative memory that is the ability to unconsciously acquire new abilities, such as skill learning and habit learning. In the case of non-declarative memory, experience modifies behavior without requiring any conscious memory content or even the experience that memory is being used. Nondeclarative memory is expressed through performance, while declarative memory is expressed through recollection, as a way of modeling the external world.
Theoretical Background
Habit Learning in Animals ANTONELLA GASBARRI1, CARLOS TOMAZ2 1 Department of Biomedical Sciences and Technologies, University of L’Aquila, L’Aquila, Italy 2 Department of Physiological Sciences, Laboratory of Neurosciences and Behavior, Institute of Biology, University of Brası´lia, Brası´lia, DF, Brazil
Synonyms Learning of association
habits;
Stimulus–response
(S–R)
Definition Habits are sequential, repetitive, motor, and cognitive behaviors elicited by external or internal triggers that, once released, can go to completion without constant conscious oversight. In fact, classic studies considered habit learning as a product of a procedural learning brain system that is differentiable from declarative
Scientists in different fields have been attracted to the study of habits due to their crucial role on behavior and because the hypothesized dichotomy between the conscious, voluntary control over behavior, considered the essence of higher-order deliberative behavioral control, and lower-order behavioral control that is hardly available to consciousness. Importantly, repetitive behaviors can also appear as cardinal symptoms in a broad range of neurological and neuropsychiatric illness. Habit learning involves learning association between stimuli (or context) and responses and can be defined as a stimulus–response (S–R) association becoming independent of the goal of the action after a critical number of repetitions of the different events in the same environment. While declarative memory supports the learning of relationships among items and events and appears especially suitable for rapid, even one-trial learning, habit memory is typically acquired gradually over many trials through the establishment of S–R associations that develop outside awareness and are rigidly organized, with the result that what is learned is not readily expressed except when the task
N. Seel (ed.), Encyclopedia of the Sciences of Learning, DOI 10.1007/978-1-4419-1428-6, # Springer Science+Business Media, LLC 2012
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Habit Learning in Animals
is presented just as it was during training. Interestingly, while this has been extensively
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